Colonial Slavery Why did slavery come to the American Colonies?
Facing Slavery Unit Plan Fifth Grade Social Studies Timmie ... · PDF fileFacing Slavery Unit...
-
Upload
phungtuyen -
Category
Documents
-
view
218 -
download
2
Transcript of Facing Slavery Unit Plan Fifth Grade Social Studies Timmie ... · PDF fileFacing Slavery Unit...
Running Head: FACING SLAVERY UNIT PLAN
Facing Slavery Unit Plan
Fifth Grade Social Studies
Timmie Lowery
Student Number: 800700227
Special Education: General Curriculum
Special Education Instructional Unit Plan
SPED 5279 Content Area Instruction for Students with Special Needs
Spring 2012
FACING SLAVERY UNIT PLAN 2
Table of Contents
Introductory Information
General Information ……………………………………………….………..……page 3
Student Population Table………………………………………….………..….….page 3
Broad Goals and Rationale
Summary and Narrative Statement………………………………………………...page 4
Rationale Statement………………………………………………………….....pages 5-6
SMARTER Planning Summary………………………………………….……..pages 6-7 Unit Organizer Routine…………………………………………………………pages 8-9
Content Analysis
Content Standards Table…………………………………..……….……….…pages 10-11 Summary of the Scope of the Unit Content……………………….….….……pages 11-12
Summary of Cultural Responsiveness……………………………..………….pages 12-13
Content Integration……………………………………………………………pages 13-15
Assessment Methods………………………………………………………………....pages 15-18
Instructional Strategies and Activities
Overview of Instructional Strategies and Routines…………………………....pages 19-20
Universal Design for Learning…………………………………..…….………pages 20-21
Collaborative Instruction………………………………………….……..…….pages 21-22
Co-Teaching Lesson Plan Book……………………………………………….pages 22-29
Technology Integration……………………………………………………………....pages 30-31
Daily Lesson Plans Lesson Plan 02/09/2012………………..…………………………….………………..pages 32-33
Lesson Plan 02/10/2012……………………………………………………………….pages 34-36
Lesson Plan 02/13/2012………………………………………………….……………pages 37-38
Lesson Plan 02/14/2012……………………………………………….…..…………..pages 39-40 Lesson Plan 02/15/2012 ………………………………………………………………pages 41-42
Lesson Organizer (Both versions) & Other Relevant Material…………..….……..pages 43-45
Summary/Reflection……………………………………………...……..…………….page 46-47
References……………………………………………………….……….………………..page 48
FACING SLAVERY UNIT PLAN 3
Introduction and Overview
General Information
1. Unit Title
i. Facing Slavery
2. Subject/Unit Topic
i. Slavery and Life in the Colonies
3. Course Content
i. Social Studies
4. Grade Level
i. Fifth Grade
5. Type of Placement and Length of Class Time
i. Clinical Placement; 45 minute class
6. Length of Time to complete the Unit Plan
i. Instruction from the Unit Plan began on February 9, 2012 and ended on March 9,
2012. Students received instruction Monday through Friday.
Contextual/
Environmental Factors
Source of Information Implications for
Instruction and
Assessment
Inner City School, school
population of 630 students, 78% free lunch,
Title I funding. Small
population is Mckenney-
Vinto (Homeless).
Classroom Teacher
Parent Advocate
Be aware that student
resources are limited, racially-mixed audience;
be sensitive to the comfort
level of all students.
Three students receive
Special Education
Services; one is high
functioning Autistic, two have Specific Learning
Disabilities.
Classroom Teacher Utilize Positive Behavior
Intervention Plan if
necessary, differentiate
instruction, and modify assignments and testing
accommodations.
Two are At-Risk Classroom Teacher Implement learning
adaptions and strategies to enhance learning.
The class requires
constant redirection and
repeated instructions to staying on task
Classroom Teacher Implement Positive
Behavior Intervention
plan and Reward System.
FACING SLAVERY UNIT PLAN 4
Broad Goals and Rationale
Summary and Narrative Statement
The big idea or main learning theme of this unit is for students to comprehend and
express how fear and mistrust lead Kings and leaders of West African tribes into the dilemma of
trading humans for goods with Europeans. Included in that body of knowledge is the middle
passage and slave life within the colonies, and the impact it has on modern society racially,
socially, economically, and politically. After learning the information presented in this unit,
students will have an informed understanding of the West African Slave Trade, middle passage,
and colonial life as a slave and how it impacts modern society.
The essential questions that will lead students through this unit of instruction are listed
below:
1. What was the purpose of Slavery?
2. Which countries were involved in the West African slave trade?
3. What were some differences among the West African tribes?
4. What Influenced tribal leaders to participate in the slave trade?
5. What was the middle passage?
6. What was colonial life like for a slave?
7. What problems did slaves face?
8. How did slaves retain their traditions?
9. What choices did slaves have to confront?
10. How could slaves gain their freedom?
The learning objectives for this unit are the following:
FACING SLAVERY UNIT PLAN 5
1. Students will examine the movement of people from West Africa to the early colonies of
North America.
2. Students will be able to explain the similarities and differences among West African
tribes.
3. Students will be able to explain the middle passage.
4. Students will be able to compare and contrast differences among the three colonial
regions.
5. Students will be able to analyze the role of economics in the institution of slavery.
6. Students will be able to explain the role of a slave in colonial America.
7. Students will be able to explain the ways in which slaves held on to their customs and
traditions.
8. Students will be able to explain the ways that a slave may gain freedom.
9. Students will be able to analyze the impact of the West African slave trade on modern
American society.
Rationale Statement
This unit is being taught because it is a requirement for the North Carolina Standard
Course of Study for Social Studies. The North Carolina Standard Course of Study
Elementary Social Studies curriculum requires that students are taught to analyze the past
movements of people, goods, and ideas in North and Central America and compare it to
movement in modern society. In order for students to understand the current economic,
demographic, political, and global issues impacting the world today, students need to have an
awareness of the historical threads of West African Slavery and its’ role in the early
Colonization of the Americas.
FACING SLAVERY UNIT PLAN 6
SMARTER planning summary
The Smarter planning process (Lenz, Deshler, & Kissam, 2004) includes the following
seven steps:
S- Shape the critical questions
M- Map the critical content
A- Analyze for learning difficulties
R- Reach enhancement decisions
T- Teach Strategically
E- Evaluate Mastery
R- Revisit Outcomes
According to Lenz et al., the Smarter planning process can be used to enhance student
learning through incorporating inclusive strategies and differentiated instruction into unit content
planning. The program recognizes the need to follow state mandated guidelines regarding
learning objectives, but at the same time focus on critically important chunks of knowledge that
all students are expected to know. After teachers set the specific goals they expect students to
master, the teacher must then determine the path in which the students will follow in order to
reach the desired results. Through critical questioning and content mapping techniques teachers
are able to deliver instruction with laser-like precision on critical content that all students,
regardless of learning diversity, should be able to show mastery over. The design of the
curriculum is modeled after a pie with slices representing units in any course. At the center of
the pie is where the high stakes knowledge is located. As the slice broadens out, the information
that most students will learn becomes evident and then finally towards the edge of the slice is
where the course knowledge that only some students will master is located. High importance is
FACING SLAVERY UNIT PLAN 7
given to the area in the narrowest portion of the slice where the critical ideas and content exist.
The critical content information is necessary for understanding all the other strands of knowledge
related to the unit. (Lenz et al, 2004)
Unit Organizer Routine
See pages 8 and 9 for the Unit Organizer and the Expanded Unit Map.
FACING SLAVERY UNIT PLAN 8
Unit Organizer Name: Tim Lowery
Date: 02/09/12
BIGGER PICTURE
Name: Tim Lowery
Date: 02/15/2012
Last Unit
Comparing the Colonies
Next Unit
Life in Colonial Williamsburg
The Formation of the Colonies
Current Unit
Facing Slavery
UNIT SCHEDULE
2/10 Quiz
2/9 Small Group reading pgs. 99-103
2/13 Small Group reading pgs. 104-107
2/14 Quiz
2/15 Project due
2/16 Small Group reading pgs. 108-111
2/17 Review for Test
2/20 Review for Test
2/21 Unit Test
2/17 Review for Test
2/20 Review for Test
2/21 Unit Test
Unit
Self-test
Questions
1. Who was involved in the slave trade?
2. How were West Africans alike and different?
3. What was the Middle Passage?
4. What problems did slaves face?
Compare & Contrast Cause & Effect
Making Inferences
Unit
Relationships
Unit Map deals with
The West African
Slave Trade
pp.99-111
involved the resulted in
lead to the
Exchange of
slaves for
guns.
Middle
Passage
Slave life in
the Colonies
FACING SLAVERY UNIT PLAN 9
The Unit Organizer
Content Analysis
Expanded Unit Map
resulted in
involved the
lead to the
began with
caused included
took struggled to
required struggled to
The West African
Slave Trade
pp. 99-111
Exchange of Slaves
for guns.
Middle Passage
Slave life in the
Colonies
Trade between
Europeans and tribal
leaders.
Triangular Trade
between continents.
1 to 3 months to
complete trip.
Facing Slavery
Voyage of slave ships
from Africa to the
Americas.
Divisions among West
African societies lead
to the need to buy
guns for protection.
The Slave Auctions.
Brutal Work conditions.
Harsh Living conditions.
Retain traditions.
Unit Self-Test 1. What problems did slaves face during the middle passage?
Questions 2. Who was involved in the West African Slave Trade?
FACING SLAVERY UNIT PLAN 10
Content Standards Table
Project Learning Goals NCSCOS Competency Goals and Objectives
Students will be able to explain how the West African slave trade continues to influence
socio-economic, racial, and political factors in
modern American society.
Fifth Grade Social Studies Competency Goal 1: The learner will apply key geographic
concepts to the United States and other
countries of North America.
1.07 Analyze the past movement of people, goods, and ideas within and among the United
States, Canada, Mexico, and Central America
and compare it to movement today.
3.02 Examine how changes in the movement of people, goods, and ideas have affected ways
of living in the United States.
Students will be able to explain the dilemmas
that lead tribal leaders in West Africa to enter into trade agreements with Europeans
regarding people for goods.
Fifth Grade Social Studies Competency Goal
1: The learner will apply key geographic concepts to the United States and other
countries of North America.
1.07 Analyze the past movement of people,
goods, and ideas within and among the United States, Canada, Mexico, and Central America
and compare it to movement today.
Students will be able to describe the Middle
Passage.
Fifth Grade Social Studies Competency Goal
1: The learner will apply key geographic
concepts to the United States and other countries of North America.
1.07 Analyze the past movement of people,
goods, and ideas within and among the United
States, Canada, Mexico, and Central America and compare it to movement today.
Students will be able to compare and contrast
slave life in the colonies with life in the present
southern region of the United States.
Fifth Grade Social Studies Competency Goal
1: The learner will apply key geographic
concepts to the United States and other countries of North America.
1.07 Analyze the past movement of people,
goods, and ideas within and among the United
States, Canada, Mexico, and Central America and compare it to movement today.
3.02 Examine how changes in the movement
of people, goods, and ideas have affected ways
of living in the United States.
FACING SLAVERY UNIT PLAN 11
Students will be able to explain how slaves
attempted to retain their West African
traditions and gain freedom.
Fifth Grade Social Studies Competency Goal
1: The learner will apply key geographic
concepts to the United States and other countries of North America.
1.07 Analyze the past movement of people,
goods, and ideas within and among the United
States, Canada, Mexico, and Central America and compare it to movement today.
3.01 Locate and describe people of diverse
ethnic and religious cultures, past and present,
in the United States. 3.02 Examine how changes in the movement
of people, goods, and ideas have affected ways
of living in the United States.
Summary of the Scope of the Unit Content
The unit focuses on slavery and life during the early colonial period. The region that is
primarily observed is the southern colonial region because of its’ huge dependence on slaves to
operate its’ agricultural economy. The unit explains attempts to explain the dilemmas West
African tribal leaders encountered which lead them into dealings with European traders, the
Middle Passage and the institution of slavery in the United States beginning in the colonial era.
Students must first understand the differences among the colonial regions and then recognize the
impact of the interactions between early explorers and the Native Americans. In addition,
students need to be aware of the factors that led European explorers to America in the first place;
the search for a route to Asia to procure spices, silks, and gold.
This unit connects to the Social Studies curriculum on many levels. The unit serves as a
bridge in the development continuum regarding the history of the United States of America.
This unit signals the beginning of a more complicated society in regards to creation of the United
States of America. The unit also introduces America as a country where Capitalism is beginning
to form and social hierarchies are starting to take shape. It exposes students to the broader
topics of World Geography, European History, Citizenship and Economics. Students are made
FACING SLAVERY UNIT PLAN 12
aware of the historical underpinnings that currently shape our present society. Students are able
to analyze from an objective view point all the different aspects of slavery in the colonies. Upon
the completion of this unit students will be able discern the actual events, dilemmas, aspects, and
effects of the West African slave trade and understand the impact that this institution currently
has on present day society. By learning this strand of knowledge students will be empowered to
make informed decisions in their lives. The unit does in fact meet the goals for an effective
Social Studies curriculum.
Summary of Cultural Responsiveness
The concept of Cultural Responsiveness is present in this instructional setting. The
classroom setting that the instruction will be delivered is an inclusion classroom. Assignments
are modified and differentiated at the small group level. Students will use various methods to
demonstrate understanding and students will work on collaboration with peer-supported study
groups. The topic of slavery in the United States can be a sensitive topic to cover; instruction
will be presented on an objective level rather than a subjective level in order for all students
regardless of gender, race, or ethnicity to feel comfortable learning the content. Students will
learn about the impact the slave trade had upon not just Africans, but Europeans and Native
Americans as well. Students will also recognize the contributions of all ethnic groups involved
in the forming of this country. Students will be able to culminate the experience by working on
an individual project “Requesting Freedom” from a plantation owner in the form of a letter.
Global Awareness is promoted in this unit by the use of maps, globes, and instructional videos.
All of the mentioned tools will be utilized to promote literacy in Geography of the Americas and
other countries including Africa, Europe, and Asia. Students will be exposed to the different
customs of people from West Africa, Native America, and Asia. Students will also learn why
FACING SLAVERY UNIT PLAN 13
exploration was so important to the Europeans and why they were in need of a sea route to Asia.
A field trip to the Harvey B Gantt center for African American Art and Culture will enhance
students understanding of topics of the unit. The concepts of global awareness and cultural
responsiveness will be heavily embedded in the all instructional lessons.
Content Integration
Subject Connection to other Content Area
Social Studies Language Arts
Social Studies Information Technology
Social Studies Mathematics
Social Studies Music
Content integration with this unit will be achieved by incorporating the other disciplines
of Language Arts, Information Technology, Mathematics and Music. Language Arts is
incorporated in some manner in all instructional content. Students have to learn how to read and
write fluently in order to be successful in other classes. Students will have the opportunity to
read in small cooperative reading groups during a lengthy period of their independent learning
time. Students must learn the proper mechanics of writing including correct capitalization,
spelling, punctuation, and subject verb agreement. For example on the lesson plan dated
February 14, 2012 Students will be given the opportunity to demonstrate these reading and
writing skills as well as oral presentation skills with a “Letter Requesting Freedom from
Plantation Owner” letter. Students will also have the opportunity to research the answers for
discussion questions in the unit and present those answers orally as a small group.
FACING SLAVERY UNIT PLAN 14
Students will also use skills associated with Information and Technology. The internet
is such a powerful tool for completing research, students need exposure to using it to complete
assignments and prepare documents such as research papers and reports. Students will gain
experience utilizing this skill by using the internet to provide relevant information in their oral
and written presentations and completing assignments. Implementation of this content
integration can occur throughout the unit plan.
Mathematics can be tied in to the unit through the use of time and travel. Students will
use math reasoning and math calculation skills to determine the timeline of events as the
occurred during the formation of the colonies and the age of the explorers. Math reasoning can
also be incorporated when discussing trading people for goods. For example, “How many slaves
would a tribal leader sell in order to gain a crate of guns? “ Also Students will be able to
determine the length of time or duration of the middle passage and the distance the slave ships
traveled from West Africa to the Americas. The basic skills of addition, subtraction, time, and
measurement can all be practiced by integrating these two instructional concepts throughout the
unit plan and across all the lesson plans. Another comparison to be discussed would be the
length of time and the distance to travel from Europe to Asia. Mathematics is a branch of
knowledge that impacts almost every aspect of life. Students must be encouraged and
empowered to strengthen their knowledge in this arena.
Music is another discipline that can be integrated into the unit. This lesson integration
can occur early in the unit during the lesson plan dated for February 9, 2012. A strand of this
lesson is to compare and contrast different West African tribes. Students can research distinctive
music for West Africans, Native Americans, and Europeans. In addition to music, introducing
traditional dances from various tribes would also add another dimension to the learning
FACING SLAVERY UNIT PLAN 15
environment and would be very beneficial to kinesthetic learns, who require a tactile approach to
learning in order to engage their interest. The internet would be an excellent place to look for
samples of period pieces, including slave spirituals and call and response songs, slaves used to
communicate and retain their native traditions. By exposing students to these traditions students
will be able to recognize their current use in modern society.
Assessment Methods
Lesson plan
objectives
Assessment
Implementation
Assessment Format Assessment
Modifications
Students will be able to explain how the
West African slave
trade continues to
influence socio-economic, racial, and
political factors in
modern American
society.
Pre-Assessment
In-Progress Assessment
Post Assessment
Informal
Observation:
Small group reading
discussions and
questions and whole group
discussion/presentation
Informal
Observation:
Whole/small group
discussion questions
Student Work
Samples: completed
work assignments,
comprehension questions.
Section Quizzes:
Vocabulary/definition matching, multiple
choice questions
Unit Test: multiple
choice, matching, and
short answer questions
on test
Small group structure, resource teacher will
coach learners.
Students will be
allowed extended time to complete
assignments.
Students will submit
LINCing sheets,
writing assignments,
and individual writing project.
Review lesson with
students as needed. Implement testing
accommodations as
they apply; guided by the IEP (including
extended time,
separate setting and
read aloud).
Students will be able
to explain the
dilemmas that lead
Pre-Assessment Informal
Observation:
Small group reading
Small group structure,
resource teacher will
coach learners.
FACING SLAVERY UNIT PLAN 16
tribal leaders in West
Africa to enter into
trade agreements with Europeans regarding
people for goods.
In-Progress Assessment
Post Assessment
discussions and
questions and whole
group discussion/presentation
Informal
Observation: Whole/small group
discussion questions
Student Work Samples: completed
work assignments,
comprehension
questions.
Section Quizzes:
Vocabulary/definition matching, multiple
choice questions
Unit Test: multiple choice, matching, and
short answer questions
on test
Students will be
allowed extended
time to complete assignments.
Students will submit LINCing sheets,
writing assignments,
and individual writing
project.
Review and redirect
students as needed. Implement testing
accommodations as
they apply; guided by
the IEP (including extended time,
separate setting and
read aloud).Review
lesson if needed.
Students will be able to describe the
Middle Passage.
Pre-Assessment
In-Progress Assessment
Post Assessment
Informal
Observation:
Small group reading
discussions and
questions and whole group
discussion/presentation
Informal
Observation:
Whole/small group
discussion questions
Student Work
Samples: completed
work assignments, comprehension
questions.
Section Quizzes:
Small group structure, resource teacher will
coach learners.
Students will be
allowed extended time to complete
assignments.
Students will submit
LINCing sheets,
writing assignments, and individual writing
project.
Review and redirect
FACING SLAVERY UNIT PLAN 17
Vocabulary/definition
matching, multiple
choice questions
Unit Test: multiple
choice, matching, and
short answer questions on test
students as needed.
Implement testing
accommodations as they apply; guided by
the IEP (including
extended time,
separate setting and read aloud). Review
lesson if needed.
Students will be able
to compare and contrast slave life in
the colonies with life
in the present
southern region of the United States.
Pre-Assessment
In-Progress
Assessment
Post Assessment
Informal
Observation: Small group reading
discussions and
questions and whole
group discussion/presentation
Informal
Observation: Whole/small group
discussion questions
Student Work Samples: completed
work assignments,
comprehension
questions.
Section Quizzes:
Vocabulary/definition
matching, multiple choice questions
Unit Test: multiple
choice, matching, and short answer questions
on test
Small group structure,
resource teacher will coach learners.
Students will be
allowed extended
time to complete assignments.
Students will submit LINCing sheets,
writing assignments,
and individual writing
project.
Review and redirect
students as needed.
Implement testing accommodations as
they apply; guided by
the IEP (including
extended time, separate setting and
read aloud). Review
lesson if needed.
Students will be able to explain how slaves
attempted to retain
their West African
traditions and gain freedom.
Pre-Assessment
Informal
Observation:
Small group reading
discussions and
questions and whole group
discussion/presentation
Small group structure, resource teacher will
coach learners.
Students will be
allowed extended time to complete
assignments.
FACING SLAVERY UNIT PLAN 18
In-Progress
Assessment
Post Assessment
Informal
Observation:
Whole/small group discussion questions
Student Work
Samples: completed work assignments,
comprehension
questions.
Section Quizzes:
vocabulary/definition
matching, multiple
choice questions
Unit Test: multiple
choice, matching, and short answer questions
on test
Review and redirect
students as needed.
Implement testing
accommodations as they apply; guided by
the IEP (including
extended time, separate setting and
read aloud). Review
lesson if needed.
Instructional Strategies and Activities
Overview of Instructional Strategies and Routines
The instructional routines for this unit will begin with mini-lectures presented by the
general education teacher. On occasion the resource teacher will present content material based
on a predetermined basis. Students will be introduced to content specific material with the use of
Discovery Education videos and Smartboard presentations during whole group instruction time
and then transition to flexible, small reading groups. The resource teacher will serve as a coach
for the differentiated group that will require modifications to the assignments. Included in the
learning routine techniques that students will be exposed to in this unit are Content
Enhancements and Learning Strategies.
The learning strategies that will be implemented in the unit include the SLANT Strategy,
which directly impacts a student’s ability to learn the content that is being presented by explicitly
FACING SLAVERY UNIT PLAN 19
and systematically modeling appropriate student learning behaviors in the learning environment
(Ellis, 1989). Another valuable learning strategy that will be implemented to assist students that
may be at-risk students or Exceptional Children with Individual Education Plans in place, with
learning difficult vocabulary words is the LINCS Vocabulary Strategy (Ellis, 2000). The
content enhancement segment of the lesson routine includes the use of Unit Organizers and
Expanded Unit Maps (Boudah, Lenz, Bulgren, Schumaker, & Deshler, 2000). As well as a
Lesson Organizer (Lenz et al, 2004), which students can use to take notes and develop a firmer
grasp of the content being presented. Some portions of the lesson organizer are left blank so that
students can activate multiple intelligence learning skills while the take notes. These techniques
are mainly geared for at-risk or exceptional learners; however, they also support the learning of
the general population of learners in the classroom.
Universal Design for Learning
The justification or rationale for embedding Universal Design for Learning, otherwise
known as UDL, is to assure that the content being presented in this unit is fully accessible to
every student in the classroom regardless of exceptionality or learning style. UDL guides the
instruction of this unit on several levels. The first is technologically. The lesson plans included
in this unit are presented using a myriad of different technology components, including; Apple
Ipads, AlphaSmart word processors, Smartboard, and access to the internet through the
classroom computers or school computer lab. Modifications to assignments and instruction are
another hallmark of UDL that is implemented in this unit. The modifications are mainly geared
towards students who actually have an IEP in place, but can also be very useful for at-risk
students. The cornerstone of UDL in the lesson plan is the frequent use of Cooperative
learning in the classroom. Cooperative learning, which is a research-based practice used to
FACING SLAVERY UNIT PLAN 20
teach students with exceptionalities in learning, how to be contribute to a group effort and
experience success on a group and individual level (McMaster and Fuchs, D., 2002). Students
are given the opportunity to perform as a group and at the same time be recognized for their
individual contribution to the success of the group. Furthermore, this type of peer-mediated
instruction is perfect fit for the inclusion classroom because of the academic, social, and
multicultural benefits it brings to the classroom (Harper and Maheady, L., 2007). The use of
Classwide Peer tutoring, which is the style of reading groups established to complete this unit
allows students to work together and be on task as they are engaged in the reading group
discussions and question and answer portions of the lesson. The benefits to both the general
education teacher and the special education teacher include a reduction in the type of off task
behavior that normally leads to behavior problems and little or no work being completed. It
allows both teachers to focus on tailoring instruction individually on a classwide basis (Maheady,
Harper, & Mallette, B., 2001). The benefits of peer-mediated instruction impact both students
with disabilities and their non-disabled counterparts and the instructional team of teachers.
Students are encouraged to use and develop their 21st century learning skills. This
component is implemented primarily through the use of technology. In a rapidly changing world
technological innovations are occurring at a phenomenal rate. In order for students to be
successful they must have a competitive edge through their knowledge of technology and
cooperative leadership skills. The availability of having various learning devices, such as Ipads
and internet access, and other assistive technology will empower students to be critical thinkers
and utilize problem-solving skills. The unit project is one opportunity students have that will
allow for the use of all these strands, oral presentation skills, research skills, technological
learning skills, and the ability to think critically to develop a solution to a dilemma.
FACING SLAVERY UNIT PLAN 21
Collaborative Instruction
In order to promote successful collaboration the general education teacher and the
resource teacher will plan the unit lesson together along with the other members of the 5th grade
team. The general education teacher will primarily present the lecture portion of the unit lesson,
while the resource teacher will coach the differentiated small group during collaborative reading
exercises. The resource teacher will also lead the class through the completion of the LINCing
word activity and serve as a direct resource to help students encountering any problems with
assistive technology needs. The resource teacher will also be able to take small groups to the
school computer lab in order to conduct research. Both teachers will collaborate when it is
determined that the resource teacher will be the alternate lesson presenter. In order for students
to be successful and for the teachers to successfully teach the content together both will be
required to utilize their areas of strength. For the general education, the area of strength will be
the content knowledge they possess and for the resource teacher the strong point will include all
the learning strategies, content enhancements, knowledge of diverse learners, and UDL that the
resource teacher is familiar with in the learning environment. The development of these plans
will be documented in a Co-teaching lesson plan book (Dieker, 2009).
Co-teaching lesson plan book
General Educator Co-teaching Lesson plan
Subject: Social Studies
Time: 1:00-1:45
Day Lesson Objectives Lesson Activities Assessment
Monday Students will be able to explain how the
West African slave
trade continues to
influence socio-
Review key information from
previous lesson, use
Smartboard map and
unit organizer in mini-
Complete question and answer activity
based on small group
readings.
Complete unit
FACING SLAVERY UNIT PLAN 22
economic, racial, and
political factors in
modern American society.
Students will be able
to explain the dilemmas that lead
tribal leaders in West
Africa to enter into
trade agreements with Europeans
regarding people for
goods.
Students will be able
to describe the
Middle Passage.
Students will be able
to compare and
contrast slave life in the colonies with life
in the present
southern region of
the United States.
Students will be able
to explain how slaves
attempted to retain their West African
traditions and gain
freedom.
lecture.
Use graphic organizer
to compare and
contrast.
organizers.
Informal class
discussion.
Tuesday Students will be able
to explain how the
West African slave trade continues to
influence socio-
economic, racial, and
political factors in modern American
society.
Students will be able
Review key points
discussed from
Monday’s lesson. Continue to complete
unit organizer.
Review vocabulary
Review notes from
previous lesson. Quiz
on previously read material.
Complete LINCing
FACING SLAVERY UNIT PLAN 23
to explain the
dilemmas that lead
tribal leaders in West Africa to enter into
trade agreements
with Europeans
regarding people for goods.
Students will be able
to describe the Middle Passage.
Students will be able
to compare and contrast slave life in
the colonies with life
in the present southern region of
the United States.
Students will be able to explain how slaves
attempted to retain
their West African
traditions and gain freedom.
words for the unit.
Discuss the words and
their context. Use Model/Lead/Test to
guide vocabulary
instruction.
Discuss class project.
sheets.
Assign homework,
Unit Project.
Wednesday Students will be able
to explain how the West African slave
trade continues to
influence socio-
economic, racial, and political factors in
modern American
society.
Students will be able
to explain the
dilemmas that lead tribal leaders in West
Africa to enter into
trade agreements
with Europeans
Review vocabulary
words and key concepts from previous
lesson.
Small group readings.
Use the RAP strategy.
Discuss
comprehension
questions from reading groups.
FACING SLAVERY UNIT PLAN 24
regarding people for
goods.
Students will be able
to describe the
Middle Passage.
Students will be able
to compare and
contrast slave life in
the colonies with life in the present
southern region of
the United States.
Students will be able
to explain how slaves
attempted to retain their West African
traditions and gain
freedom.
Play Discovery
Education video on
early Southern Colonies and the roles
of slaves.
Discuss information
from video presentation.
Thursday Students will be able
to explain how the
West African slave
trade continues to influence socio-
economic, racial, and
political factors in
modern American society.
Students will be able
to explain the dilemmas that lead
tribal leaders in West
Africa to enter into trade agreements
with Europeans
regarding people for
goods.
Students will be able
to describe the
Middle Passage.
Review Key points
from previous lesson.
Review Study guide before the quiz starts.
Continue Small Group
readings.
Use Rap Strategy to
paraphrase reading
passages.
Complete Quiz
FACING SLAVERY UNIT PLAN 25
Students will be able
to compare and contrast slave life in
the colonies with life
in the present
southern region of the United States.
Students will be able
to explain how slaves attempted to retain
their West African
traditions and gain
freedom.
Friday Students will be able
to explain how the
West African slave
trade continues to influence socio-
economic, racial, and
political factors in
modern American society.
Students will be able
to explain the dilemmas that lead
tribal leaders in West
Africa to enter into
trade agreements with Europeans
regarding people for
goods.
Students will be able
to describe the
Middle Passage.
Students will be able
to compare and
contrast slave life in the colonies with life
in the present
southern region of
the United States.
Review previous day’s
lesson.
Presentation of Projects begin.
Students will continue
to perform small group
reading.
Review the quiz.
Projects presentations
Students will answer
comprehension
questions as a group.
FACING SLAVERY UNIT PLAN 26
Students will be able
to explain how slaves attempted to retain
their West African
traditions and gain
freedom.
Special Education Teacher Co-teaching lesson plan
Subject: Social Studies
Time: 1:00-1:45
Day Accommodations
and Modifications
Materials & support
needed
Differentiation
Monday Review key
information.
Provide assignment modifications as
needed.
Clearly set behavior expectations.
Keep students on task.
Provide flexibility in
classroom setting.
Incorporate learning enhancements and
strategies.
Reteach or restate concepts students did
not acquire during
initial presentation.
Provide small group
coaching. Have
assistive technology available.
Graphic Organizers
prepared.
Positive behavior
support in place.
Take students to
computer lab if
necessary.
Students with
exceptionalities will
require extended time to complete
assignments.
Insure there is no disruption in the
learning environment
to distract students
and promote off-task behavior.
Limit bathroom
breaks or request or go to the school nurse.
Students with writing
challenges can use Ipad or AlphaSmart.
Tuesday Review key information.
Provide assignment
modifications as
needed.
Provide small group coaching. Have
assistive technology
available.
Graphic Organizers
Students with exceptionalities will
require extended time
to complete
assignments.
FACING SLAVERY UNIT PLAN 27
Clearly set behavior
expectations.
Keep students on task.
Provide flexibility in
classroom setting.
Incorporate learning
enhancements and
strategies.
Reteach or restate
concepts students did
not acquire during initial presentation.
prepared.
Positive behavior support in place.
Insure there is no
disruption in the
learning environment to distract students
and promote off-task
behavior.
Limit bathroom
breaks or request or
go to the school nurse.
Students with writing
challenges can use
Ipad or AlphaSmart.
Wednesday Review key
information.
Provide assignment modifications as
needed.
Clearly set behavior expectations.
Keep students on task.
Provide flexibility in
classroom setting.
Incorporate learning enhancements and
strategies.
Reteach or restate concepts students did
not acquire during
initial presentation.
Provide small group
coaching. Have
assistive technology available.
Graphic Organizers
prepared.
Positive behavior
support in place.
Bring IPads to class.
Students with
exceptionalities will
require extended time to complete
assignments.
Insure there is no disruption in the
learning environment
to distract students
and promote off-task behavior.
Limit bathroom
breaks or request or go to the school nurse.
Students with writing
challenges can use Ipad or AlphaSmart.
Thursday Review key information.
Provide assignment
modifications as
needed.
Clearly set behavior
expectations.
Provide small group coaching. Have
assistive technology
available.
Graphic Organizers
prepared.
Students with exceptionalities will
require extended time
to complete
assignments.
Insure there is no
disruption in the
FACING SLAVERY UNIT PLAN 28
Keep students on task.
Provide flexibility in
classroom setting.
Incorporate learning enhancements and
strategies.
Reteach or restate concepts students did
not acquire during
initial presentation.
Positive behavior
support in place.
learning environment
to distract students
and promote off-task behavior.
Limit bathroom
breaks or request or go to the school nurse.
Students with writing
challenges can use Ipad or AlphaSmart.
Friday Review key information.
Provide assignment
modifications as
needed.
Clearly set behavior
expectations.
Keep students on task.
Provide flexibility in
classroom setting.
Incorporate learning
enhancements and
strategies.
Reteach or restate
concepts students did
not acquire during initial presentation.
Provide small group coaching. Have
assistive technology
available.
Graphic Organizers
prepared.
Positive behavior support in place.
Students with exceptionalities will
require extended time
to complete
assignments.
Insure there is no
disruption in the
learning environment to distract students
and promote off-task
behavior.
Limit bathroom
breaks or request or
go to the school nurse.
Students with writing
challenges can use
Ipad or AlphaSmart.
FACING SLAVERY UNIT PLAN 29
Technology Integration
The integration of technology in this unit will be emphasized through the use of 21st
century learning skills. Students will be introduced to the process of researching information
via the internet. Students will gather research material from a variety of websites including the
CMS wikisite for social studies. Students will be exposed to information in a technological rich
environment by use of Smartboard activities and presentations on Discovery Education.
Actual videos of historical documents, pictures and artifacts will be made available to students
through online research. Students will also search YouTube for current and relevant material
that applies to the topic of the unit. Students will also have access to Text-to-Speech resources
such as Thinking Reader and NaturalReader, which provide alternative access to reading
material on line rather than in print. Students can also use Letterboard technology to take notes
and complete assignments. These technologies are designed for students who may experience
difficulties writing and reading in the traditional methods, however they are accessible to all
students in the classroom. Also, students can download numerous text-to-speech features on the
IPad including but not limited to text alteration. By utilizing this enhancement, students that are
visually impaired can increase the size of the text on the screen to their comfort level. The
background of the screen can also be darkened or lightened according to the students need.
VoiceOver is another text-to-speech enhancement that can be used to modify the standard
method of reading that may prove difficult or impact learning for students with divers learning
needs. Utilizing the Ipad with classroom instruction will benefit students that are at-risk or
struggling in reading.
For students that require the use of Assistive technology, AlphaSmart word processors
can be utilized for note-taking and preparation of assignments. A variety of applications are
FACING SLAVERY UNIT PLAN 30
available to all students through the use of Ipads. Student’s use of technology will culminate in
a letter writing project that students will complete using all the technology at their disposal.
Students will successfully research about the facets of a slave life and write a letter to a
plantation owner requesting their freedom. Upon completion of this project students will have
been exposed to online research, report and document preparation, and oral presentation skills.
In keeping with the concept of Universal Design for Learning, all students will have access to
the technological resources made available in the classroom and the computer lab in order to
promote achievement and success for everyone.
Daily Lesson Plans
Lesson Plans
The following are daily lesson plans addressing the learning objectives of this unit. The
concepts of Universal Design for Learning, Global Awareness, Content Enhancement and
Integration, and Technology Integration are embedded within the learning concepts, strategies,
and activities applied in each lesson plan. Students will indicate mastery of unit concepts
through the application of chapter quizzes on February 10, 2012 and February14, 2012. A unit
test will be administered on February 21, 2012 as stated in the Unit Organizer.
FACING SLAVERY UNIT PLAN 31
Daily Lesson Plans
Instructor: Lowery
School: Oakdale Elementary
Date: 2/9/2012
Time: 1:00-1:45
21st Century Learning Skills:
Use of Technology (use website to understand the objectives
& content)
Subject: Social Studies
NCSCOS OBJ. #: Social Studies Grade 5
Competency Goal 1: The learner will
apply key geographic concepts to the
United States and other Countries of North America. Objective 1.07: Analyze the
past movement of people, goods, and
ideas within and among the United States,
Canada, Mexico, and Central America and compare it to movement today.
Rationale:
In order for students to understand the current economic, demographic, political,
and global issues impacting the world
today, students need to have an awareness
of the historical threads of West African Slavery and its’ role in the early
Colonization of the Americas.
Link to Prior Learning:
Teacher will review key information from
Chapter 7, The focus will be on the
comparison of the three colonial regions; the New England, Middle, and Southern
regions. The teacher will ask students,
“What do we know about the geography of
the Southern Colonies and the people who came from Great Britain to populate the
region?"
Students Will:
Students will examine the movement of
people from West Africa to the early
colonies of North America.
Purpose/Objective of the Lesson:
To have an informed understanding of the West African Slave Trade, Middle
Passage, and slave life in the colonies.
Homework: Read pages 101-103.
Lesson Input/ Modeling:
Teacher will explain that the formation of our country involved people from many
countries. Some came here voluntarily
some came involuntarily, however that
does not diminish their contribution in building the United States of America.
The objective of this lesson is to explore
the early contributions of the colonists and slaves that created this country. This
observation will be completed on an
analytical basis.
Evaluation/Assessment of Student
Learning: Textbook Questions
Class Discussion
Classroom Writing Assignments
Unit Quizzes Unit Test
FACING SLAVERY UNIT PLAN 32
Essential Questions:
What was the purpose of Slavery?
Which countries were involved in the
West African Slave Trade? What were some differences among the
West African tribes?
What influenced tribal leaders to participate in the slave trade?
What was the middle passage?
Material/Technology Needed:
Teachers Guide for Social Studies
textbook (2), A Classroom set of Social Studies textbooks for all students, Marker
Boards, dry erase markers, index cards,
Computers, Smartboard technology,
Discovery Education video, Student Social Studies Journals, paper and pencil, Chart
paper, lesson organizers
Differentiation: (Co-Teaching)
Students will be divided into small reading
groups. EC students will be in a small group with the resource teacher and will
cover the “Big Picture” topics. Students
will use marker boards or AlphaSmart
word processors to produce a written product or take notes. A small group of
students will be allowed extended time to
complete assignments.
Class Activity
Guided Practice: Teacher will begin the
lesson by giving a mini-lecture on where West Africa is located using a map on the
Smart board, then the Teacher will discuss
similarities and differences between the
West African tribes and compare those differences to the differences that exist
among the members of the class. Teacher
will guide the class in completing the
lesson organizer. The SLANT strategy will be used at this point. (10 minutes)
Independent Practice: Students will
begin reading pages 99-101 in small
groups and use the RAP strategy to find
important information and answer questions on the topic. Students will
present their answers to the rest of the
class using marker boards, AlphaSmart
printouts and Chart paper. ( 25 minutes)
Closure/Summary/Reflection:
Teacher will review with students the geography of West Africa and the
similarities and differences among its’ the
inhabitants. Students will submit a group
product indicating full participation of all members of the group. Students will be
asked comprehension questions to verify
understanding of topics covered.
(10 minutes)
FACING SLAVERY UNIT PLAN 33
Daily Lesson Plans
Instructor: Lowery
School: Oakdale Elementary
Date: 02/10/2012
Time: 1:00-1:45
21st Century Learning Skills:
Use of Technology
(use website to understand the objectives
& content)
Subject: Social Studies
NCSCOS OBJ. #: Social Studies Grade 5
Competency Goal 1: The learner will
apply key geographic concepts to the United States and other Countries of North
America. Objective 1.07: Analyze the
past movement of people, goods, and
ideas within and among the United States, Canada, Mexico, and Central America
and compare it to movement today.
Rationale: In order for students to understand the
current economic, demographic, political,
and global issues impacting the world
today, students need to have an awareness of the historical threads of West African
Slavery and its’ role in the early
Colonization of the Americas.
Link to Prior Learning:
Teacher will review yesterday’s major themes regarding the characteristics of
early Southern colonies and the
similarities and differences among West
African Tribes during colonial times. Teacher will ask,” What are some
important characteristics of the southern
colonies? Name one southern colony.
Also state one difference among the West African tribes.
Student Will:
Students will examine the movement of people from West Africa to the early
colonies of North America.
Purpose/Objective of the Lesson: To have an informed understanding of the
West African Slave Trade, Middle Passage, and slave life in the colonies.
Homework: Work on “Letter to
Plantation owner requesting your
freedom” project.
FACING SLAVERY UNIT PLAN 34
Lesson Input/Modeling:
Teacher will explain that the formation of
our country involved people from many countries. Some came here voluntarily
some came involuntarily, however that
does not diminish their contribution in
building the United States of America.
The objective of this lesson is to explore
the early contributions of the colonists and
slaves that created this country. This observation will be completed on an
analytical basis.
Essential Questions: What was the purpose of Slavery?
Which countries were involved in the
West African Slave Trade?
What were some differences among the West African tribes?
What influenced tribal leaders to
participate in the slave trade?
What was the middle passage?
Evaluation/Assessment of Student
Learning:
Textbook Questions Class Discussion
Classroom Writing Assignments
Unit Quizzes
Unit Test
Material/Technology Needed: Teachers Guide for Social Studies
textbook (2), A Classroom set of Social
Studies textbooks for all students, Marker Boards, dry erase markers, index cards,
Computers, Smartboard technology,
Discovery Education video, Student Social
Studies Journals, paper and pencil, Chart paper, LINCing Sheets
Differentiation: (Co-Teaching)
Students will be divided into small groups.
Some students will use marker boards or
AlphaSmart word processors to help complete LINCing sheets, this group of
students will be allowed extended time to
complete assignment with the guidance of
the Resource Teacher.
Class Activity
Guided Practice:
Teacher will begin lesson by reviewing
briefly material that was covered in the small reading groups. Students will use
the SLANT Strategy to focus their
attention. Next, to reinforce understanding
of the material the Teacher and the Resource Teacher will pass out LINCing
sheets, so that students can work on the
key terminology for the chapter. After
teacher Model/Lead/Test for
Closure/Summary/Reflection:
Teacher will collect LINCing sheets and
perform a quick check for understanding of the Vocabulary words. Students will
receive verbal praise for diligently
working and encouraged to continue
positive on-task behaviors.
FACING SLAVERY UNIT PLAN 35
understanding of the process, students will
complete independently. (15 minutes)
The Vocabulary Words are: slave trade
dilemma
Middle passage
plantation Triangular trade village
descendants
Independent Practice:
Students will complete the LINCing sheets for the vocabulary words listed.
(15 minutes). Next students will take a
mini-quiz on the material covered in the
lecture and reading groups. The quiz will contain multiple choice questions with no
more than 3 options for answers and a
matching section for vocabulary and
definitions. (15 minutes)
FACING SLAVERY UNIT PLAN 36
Daily Lesson Plans
Instructor: Lowery
School: Oakdale Elementary
Date: 02/13/12
Time: 1:00-1:45
21st Century Learning Skills: Use of Technology
(use website to understand the objectives
& content)
Subject: Social Studies
NCSCOS OBJ. #: Social Studies Grade 5
Competency Goal 1: The learner will
apply key geographic concepts to the
United States and other Countries of North America. Objective 1.07: Analyze the
past movement of people, goods, and
ideas within and among the United States,
Canada, Mexico, and Central America and compare it to movement today.
Rationale:
In order for students to understand the current economic, demographic, political,
and global issues impacting the world
today, students need to have an awareness
of the historical threads of West African Slavery and its’ role in the early
Colonization of the Americas.
Link to Prior Learning:
Teacher will review a small selection of
vocabulary words covered from the previous day. Next the Teacher will ask
random questions from the mini-quiz in
order to measure acquisition of
knowledge.
Student Will:
Students will examine the movement of
people from West Africa to the early colonies of North America.
Purpose/Objective of the Lesson: To have an informed understanding of the
West African Slave Trade, Middle
Passage, and slave life in the colonies.
Homework: Work on “Letter to
Plantation owner requesting your
freedom” project.
Lesson Input/ Modeling: Teacher will explain to students that we
are exploring a very critical point in time
regarding the formation of this country. The creation of this country was the result
of the contributions of many different
people from other countries regardless of
their societal role.
Evaluation/Assessment of Student
Learning:
Textbook Questions
Class Discussion Classroom Writing Assignments
Unit Quizzes
Unit Test
projects
FACING SLAVERY UNIT PLAN 37
Essential Questions: Which countries were involved in the West African Slave Trade?
What were some differences among the
West African tribes?
What influenced tribal leaders to participate in the slave trade?
What was the middle passage?
Material/Technology Needed: Teachers Guide for Social Studies
textbook (2), A Classroom set of Social
Studies textbooks for all students, Marker
Boards, dry erase markers, index cards, Computers, Smartboard technology,
Discovery Education video, Student Social
Studies Journals, paper and pencil, Chart
paper, LINCing Sheets
Differentiation: (Co-Teaching)
Students will be divided into small reading
groups. EC students will cover the “Big
Picture” topics with the Resource Teacher.
Students will use computers or AlphaSmart word processors to produce a
written response to the RAP Strategy
assignment for the first paragraph of
reading for the group reading assignment. A small group of students will be allowed
extended time to complete assignments.
Class Activity
Guided Practice:
The Teacher will have students view a Discovery Education Video on early
Southern Colonies and the roles and
treatment of slaves in that society.
Students will use the SLANT Strategy to enhance learning. Teacher or Resource
Teacher will lead a question and answer
discussion about the information from the video. Next the Teacher will discuss the
RAP strategy for paraphrasing paragraphs
by the Model/lead/test method. (15
minutes)
Independent Practice: Students will complete a one paragraph summary on the
presentation from the Discovery Education
video. (10 minutes)
Next Students will move to their assigned small reading group and read pages 104-
107, and answer comprehension questions
written on the SmartBoard. (20 minutes)
Closure/Summary/Reflection:
Students will submit one paragraph summaries from the Discovery Education
video. Students that receive
accommodations will be given extended
time to complete the summary. Students will reflect on the differences between
today’s society and the southern colonial
society.
FACING SLAVERY UNIT PLAN 38
Daily Lesson Plans
Instructor: Lowery
School: Oakdale Elementary
Date: 02/14/2012
Time: 1:00-1:45
21st Century Learning Skills: Use of Technology
(use website to understand the objectives
& content)
Subject: Social Studies
NCSCOS OBJ. #: Social Studies Grade 5
Competency Goal 1: The learner will
apply key geographic concepts to the
United States and other Countries of North America. Objective 1.07: Analyze the
past movement of people, goods, and
ideas within and among the United States,
Canada, Mexico, and Central America and compare it to movement today.
Rationale:
In order for students to understand the current economic, demographic, political,
and global issues impacting the world
today, students need to have an awareness
of the historical threads of West African Slavery and its’ role in the early
Colonization of the Americas.
Link to Prior Learning:
Teacher will review previous day’s Big
Picture topics from the Discovery Education video and group readings by
asking the class, “What do we know about
the Middle Passage?”
Student Will: Students will examine the
movement of people from West Africa to
the early colonies of North America.
Purpose/Objective of the Lesson: To have an informed understanding of the
West African Slave Trade, Middle
Passage, and slave life in the colonies.
Homework: Complete any unanswered questions on
the study guide.
Lesson Input/ Modeling:
The teacher will review the SLANT strategy with class to ensure on task
behavior. Next, the Teacher will explain to
the class that creation of this country was the result of the contributions of many
different people from other countries,
regardless of their societal role.
Evaluation/Assessment of Student
Learning: Textbook Questions
Class Discussion
Classroom Writing Assignments Unit Quizzes
Unit Test
projects
FACING SLAVERY UNIT PLAN 39
Essential Questions: What was colonial life like for a slave?
What problems did slaves face? How did slaves retain their traditions?
What choices did slaves have to confront?
How could slaves gain their freedom?
Material/Technology Needed: Teachers Guide for Social Studies
textbook (2), A Classroom set of Social Studies textbooks for all students, Marker
Boards, dry erase markers, index cards,
Computers, Smartboard technology,
Discovery Education video, Student Social Studies Journals, paper and pencil, Chart
paper, LINCing Sheets
Differentiation: Students will be divided into small reading
groups. EC students will be in a small group with the resource teacher and will
cover the “Big Picture” topics. The quiz
will be read-aloud and some students will
be allowed extended time to complete assignments.
Class Activity
Guided Practice: Teacher will perform a
quick review of the information covered by guiding students through a study guide
on the Smartboard. Students will use the
SLANT strategy to enhance learning.
Teacher will review the PIRATES strategy with students. Students will take a quiz on
material covered from small group
readings and lectures. (20 minutes)
Independent Practice: Students will
share their “Request for Freedom” Letters project with the class. (20 minutes)
Closure/Summary/Reflection:
Students will write on index card two important facts they have learned
regarding the West African Slave Trade
and the Life of Slaves in the Southern
Colonies. (5 minutes)
FACING SLAVERY UNIT PLAN 40
Daily Lesson Plans
Instructor: Lowery
School: Oakdale Elementary
Date: 02/15/2012
Time: 1:00-1:45
21st Century Learning Skills:
Use of Technology
(use website to understand the objectives & content)
Subject: Social Studies
NCSCOS OBJ. #: Social Studies Grade 5
Competency Goal 1: The learner will apply key geographic concepts to the
United States and other Countries of North
America. Objective 1.07: Analyze the
past movement of people, goods, and ideas within and among the United States,
Canada, Mexico, and Central America
and compare it to movement today.
Rationale:
In order for students to understand the
current economic, demographic, political,
and global issues impacting the world today, students need to have an awareness
of the historical threads of West African
Slavery and its’ role in the early
Colonization of the Americas.
Link to Prior Learning: Teacher will review previous day’s topics
and ask the question, “What are some of
your family traditions?” At that point the
Teacher will explain the traditions that slaves tried to retain.
Student Will: Students will examine the movement of people from West Africa to
the early colonies of North America.
Purpose/Objective of the Lesson: To
have an informed understanding of the
West African Slave Trade, Middle Passage, and slave life in the colonies.
Homework:
Review study guide for the test.
Lesson Input/ Modeling Essential Questions: What dilemmas did slaves that survived
the Middle Passage face? What was colonial life like for a slave?
What problems did slaves face?
How did slaves retain their traditions? What choices did slaves have to confront?
How could slaves gain their freedom?
Evaluation/Assessment of Student
Learning:
Textbook Questions
Class Discussion Classroom Writing Assignments
Unit Quizzes
Unit Test Projects
Study guides
FACING SLAVERY UNIT PLAN 41
Material/Technology Needed:
Teachers Guide for Social Studies
textbook (2), A Classroom set of Social Studies textbooks for all students, Marker
Boards, dry erase markers, index cards,
Computers, Smartboard technology,
Discovery Education video, Student Social Studies Journals, paper and pencil, Chart
paper, LINCing Sheets, Study Guides Venn diagrams
Differentiation: Students will be divided into small reading
groups. EC students will be in a small group with the resource teacher and will
cover the “Big Picture” topics. The
Resource Teacher will lead students
through the RAP strategy on the reading passages.
Class Activity
Guided Practice:
The teacher will incorporate the interactive link to the Collard Green Museum in order
for students to take an online tour and
examine exhibits, artifacts, and historical
documents relating to slave traditions and life in the colonies. Students will use the
SLANT strategy to enhance learning.
Students will discuss relevant information
from the tour. The teacher will review the RAP strategy for paraphrasing reading
passages as students break into small
groups. (20 minutes).
Independent Practice:
Students will form small groups and write a short summary on the Collard Green
Museum virtual tour.
In small reading groups students will read
pages 108-111 and use the RAP strategy to understand the main idea of each section.
(20 minutes)
Closure/Summary/Reflection:
In order to bring closure to this unit the Teacher will have the Students write down
on a Venn diagram what they knew about
the West African Slave trade, What they
wanted to know about it, And What they have learned about it from this unit. (5
minutes)
FACING SLAVERY UNIT PLAN 42
Lesson Organizer Name: Tim Lowery Date: 2-09-12
Unit or Background
Involved the lead to
Facing Slavery
West African
Slave Trade Exchange of
slaves for guns. The Middle Passage
Slave life in
the colonies.
Relationships Lesson Topic Task-Related Strategies
Cause and Effect Exchange of Slaves for
guns
Reading Comprehension, Comprehension
and writing skills.
Lesson Map Trade among
Europeans and
tribes. Divisions
among West
African tribes.
Fear of other tribes
and the need for
protection fueled
trade with
Europeans.
Triangular
trade between
3 continents.
Lead to Slavery in
the Colonies.
Harsh treatment of
slaves by overseers
and masters.
Led to the Civil War
and amendments to the
U.S. Constitution.
Demand for
products and
goods.
Fueled the
need for
slaves.
Challenge Question: How does the institution of slavery impact present-day American society?
Self-Test Question:
1. What was the purpose of slavery?
2. What were some differences among West African tribes?
3. What influenced tribal leaders to
participate in the slave trade?
4. What was life like for slaves during the middle passage and in the colonies?
Tasks:
1. Complete text assignments for Lesson
8 in small groups. 2. Complete Lesson 8 activities
independently.
3. Write a short letter to a slave master
requesting freedom from slavery.
FACING SLAVERY UNIT PLAN 43
Lesson Organizer Student: ________ Date: ______
Name: Tim Lowery Date: 2-09-12
Involved the lead to
Facing Slavery
West African
Slave Trade Exchange of
slaves for guns.
Relationships Lesson Topic Task-Related Strategies
Cause and Effect Exchange of Slaves for
guns
Reading Comprehension, Comprehension
and writing skills.
Lesson Map Trade among
Europeans and
tribes. .
Fear of other tribes
and the need for
protection fueled
trade with
Europeans.
Triangular
trade between
3 continents.
Lead to Slavery in
the Colonies.
Harsh treatment of
slaves by overseers
and masters.
Demand for
products and
goods.
Challenge Question: How does the institution of slavery impact present-day American society?
Self-Test Question:
5. What was the purpose of slavery?
6. What were some differences among West African tribes?
7. What influenced tribal leaders to
participate in the slave trade?
8. What was life like for slaves during the middle passage and in the colonies?
Tasks:
4. Complete text assignments for Lesson
8 in small groups. 5. Complete Lesson 8 activities
independently.
6. Write a short letter to a slave master
requesting freedom from slavery.
Unit or Background
FACING SLAVERY UNIT PLAN 44
Other Relevant Material
The following is the web link to the Collard Green Museum in Charlotte, NC.
http://www.latibahmuseum.org/index.ht
The following is the web address to the Harvey B. Gantt Center for African American Art &
Culture, located in Charlotte N.C.
Harvey B. Gantt Center for African American Art + Culture — Charlotte, NC
FACING SLAVERY UNIT PLAN 45
Summary/Reflection
In reflection of the of the Unit Plan/Clinical experience, challenge has been the common
theme. Students were challenged to enhance their learning. As the resource teacher I was
challenged to entire a new environment and develop a professional relationship with the general
education teacher. The general education teacher was challenged to be receptive to having a co-
teacher in the classroom during her Social Studies block. It is my opinion that the students
achieved growth in their learning during this experience. All students, disabled and non-disabled
are now empowered with learning strategies and experience using technology to fortify their
learning skills.
In our initial session I introduced the class to the SLANT strategy. Several of the
students did not have good study or work habits, therefore modeling to the students how to be
attentive in class and how to take notes was very beneficial to many of the students especially
those that were at-risk. Next I went over the learning strategies with the students using the Unit
Organizer. Since the teacher routinely uses the SmartBoard, the students were receptive to using
the lesson organizer and following along.
Students were also used to breaking up into small groups during reading time. Since the
school did not meet annual yearly progress in the previous year, focus on Literacy was a heavy
theme for the entire school. I coached a small group of 4 students, including at-risk and
exceptional students. My main goal during reading time was to keep theme focused and on task
during collaborative reading time. When we reached the point in the lesson were we answered
comprehension questions, reviewed the RAP, paraphrasing strategy with the group in order to
strengthen their learning. Students in this group were allowed to respond using marker boards, I
pads, and the AlphaSmart word processors.
FACING SLAVERY UNIT PLAN 46
During initial sessions, the general education teacher would guide the class through the
study notes for the chapter on the SmartBoard. The entire class used the SLANT strategy, to
complete this task. The general teacher and I collaborated on introducing students to some
kinesthetic learning by demonstrating some call and response songs that were used by slaves to
communicate messages to each other without the overseer or plantation owner being aware of it.
Students were allowed to move around freely during this time. Dance movement was
encouraged of students but not required. This content integration between Social Studies and
Music had a lasting impact on students and they were able to recall all the information learned in
the “Jubba” song, as it was called.
Extreme sensitivity was used when implementing this lesson. Since slavery is a very
unstable topic to people of all races, great care was given not to offend or insult students of all
ethnic groups. The general education teacher and the class did an excellent job of making sure
everyone’s comfort level was fine with the Unit theme. The general education teacher has since
implemented the SLANT Strategy and the RAP strategy. The LINCs strategy was used with the
small collaborative reading group that I coached. The general education teacher is interested in
learning about the LINCS strategy and wants to incorporate or generalize its’ use with other
content areas.
FACING SLAVERY UNIT PLAN 47
References
Boudah, D.J., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (2000). Don't
water down? Content learning through the unit organizer routine. Teaching Exceptional
Children, 32(3), 48-56.
Dieker, L. A. (2009). The co-teaching lesson plan book. Special Education Technology Practice,
11(1), 5-5.
Ellis, E. (1989). A metacognitive intervention for increasing class participation. Learning
Disabilities Focus, 5(1), 36-46.
Ellis, E. S. (2000). The LINCS vocabulary strategy. Lawrence, Kansas: Edge Enterprises, Inc.
Harper, G.F., & Maheady, L. (2007).Peer-mediated teaching and students with learning
disabilities. Intervention in School and Clinic, 43(2), 101-107.
Lenz, B. K., Deshler, D. D., & Kissam, B. R. (2004). Teaching content to all: Evidence-based
inclusive practices in middle and secondary schools. Boston: Pearson Education.
Maheady, L., Harper, G.F., & Mallette, B. (2001).Peer-mediated instruction and interventions
and students with mild disabilities. Remedial and Special Education, 22(1), 4-14
McMaster, K. N., & Fuchs, D. (2002). Effects of cooperative learning on the academic
achievement of students with learning disabilities: An update of tateyama-sniezek’s
review. Learning Disabilities Research and Practice, 17(2), 107-117.